Effective and Equitable: Is Math Homework Hurting Student Achievement
Overview Homework is a mainstay of education. Being sent home with problems to exercise your mathematical abilities was common place for most of the people who have gone through high school. One’s experience with math homework varies from person to person and depends on a variety of factors, such as: time, responsibilities outside school, other homework assignments and available resources. This has brought into question the effectiveness of mathematics homework and even its efficacy. This has been a growing debate for several years. Dr. Harris Cooper, a Duke University professor working in the department of Psychology and Neuroscience, published a book titled, The Battle Over Homework in 1994. The book discussed the climate of mathematical homework, its effectiveness, and methods of making mathematical homework more effective. A clear advocate for homework’s usefulness in the classroom. Meanwhile, arguing against homework has been the mathematics education professor at Stanford University, Dr. Jo Boaler. Boaler, has written several books on teaching mathematics and claims that the implementation of homework only increases inequity, and should be discontinued in teaching.
In 2015, the Program for International Student Assessment (PISA), using a data set of 13 million students, observed no difference in the achievement of students who were given homework versus students who were not (Boaler, 2016). Two researchers, Baker and LeTendre (2015), compared standardized math scores across different countries, finding no positive correlation between frequency of homework and achievement (Boaler, 2016). Further, academic research has even suggested that homework has a negative effect on achievement (Boaler, 2016); but how could this be the case? Imagine a student being given a math assignment, which may require the use of a graphing calculator. What if a student doesn’t have a calculator? What if they don’t have access to internet to use an online calculator? These situations are present, even in more affluent schools and can severely widen the learning gap. Thus, due to a lack of available resources, students from less-privileged schools, areas, and households may be left with an unfair disadvantage (Boaler, 2016). Further, this can turn homework into a source of unwanted stress and frustration. Boaler, even discusses the effect this can have on younger students and time they have to spend with their families. Some families barely get to have two hour together during the week. One parent, Karl Greenfeld attempted to do his daughters homework for a week, writing that multiple nights they would work for 3 hours or more (Greenfeld, 2013). Unfortunately, not all students have parents who have the time or knowledge to assist with their homework. As such, not only can it be argued that homework perpetuates inequity, but it also can weaken familial bonds.
Teachers around the United States have been adopting a no-homework policy. Brandy Young, a second-grade teacher in Texas, went viral when she implemented a no-homework policy (Reilly, 2016). She received praise from parents from all over the country. Entire schools have even adopted a no-homework curriculum. Massachusetts Elementary School decided to go homework-free for the 2016-2017 school year, while an elementary school in New York did the same the year before. Both decisions were met with support from education leaders. One of those leaders, Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the no-homework movement. Vatterott, points out that there is not sufficient proof that homework helps students in elementary (Reilly, 2016). This stance has been backed by research that revealed a weak correlation between homework and achievement for grades below 7th.
Yet, for as much praise as these schools receive, they are also met with a great deal of outrage from parents and educators who feel homework is needed. These people believe homework is a vital necessity and argue that homework simply needs to be assigned with more regard for its effectiveness. Dr. Harris Cooper, applies social and developmental psychology to educational policy issues, homework, school calendars, and after-school programs. Cooper (2017) points out that many have claimed that homework teaches students time management, develops good study habits, and fosters independent learning along with increasing student achievement. Also, those in support of homework argue that most research has investigated the correlation between achievement and the amount of time spent on homework. Meanwhile, there is a positive correlation between effort given to homework and achievement (Cooper, 2001). This correlation is stronger in grades seven to twelve, with little correlation seen in lower grades. This has prompted elementary schools to enact a no-homework policy, which has been a source of much debate. Whereas some leaders in education see this as an indication of homeworks’ ineffectiveness, Cooper still believes that homework has its place in elementary education. He agrees that elementary students don’t need to spend hours working on homework, but should still have some kind of assignment or task to complete at home (Reilly, 2016). Even a weak positive correlation, is still a positive correlation.
Trends/Issue
So, which side is correct? Is homework a damaging, ineffective chore or is it an essential part of our students’ education and development? Well, why can’t it be both? Homework can be an effective tool when utilized correctly. In the late 80’s, there were several studies done that included over 3,300 students, 85 classrooms, 30 schools, and 11 states. Between these studies they established 48 usable comparisons. In 70% of the comparisons, homework seemed to have had a positive effect on achievement (Cooper, 2001). However, when used improperly, homework can be stressful, damaging, and inequitable. Thus, the issue becomes making homework more effective and equitable.
Homework shouldn’t just focus on same-day-content. Homework should be used as an opportunity to practice old content and prepare for upcoming content as well (Cooper, 2001). Students need to be held accountable for completing their work correctly. As such, homework should be graded for accuracy along with completion, with an opportunity for students to correct or revise their work (Woolfolk, 2016). Homework should focus on reinforcing conceptual understanding more than mathematical procedures. This can be done by assigning reflection questions or other assignments than require students to think more deeply about the content. These will increase the quality of homework, but that still leaves the issue of equity. Since not all students have access to the same resources, no assignments should require the use of technology (i.e., computers, graphing calculators, internet, etc.). Further, to allow those living in a less stable environment an opportunity to complete their work, assignments should be short. High school students can work between approximately 90-150 minutes before homework begins to have a diminishing return (Denisco, 2013). Not all students have this much time to devote to work. A student living in a hectic household will be more able to complete an assignment that takes 20 minutes as opposed to an hour.
The debate on homework will not be ending anytime soon. Many schools still include homework as part of their policy, much tom the dismay of the parents. Yet, even with more schools adopting a no-homework policy, they too are met with resistance from parents and educators. For all the research that says that homework is effective, there are just as many studies that say they are. There are no clear answers or solutions when it comes to homework. Therefore, it is the responsibility of any educator who uses homework to make sure homework it is effective and equitable by taking the aforementioned steps.
To read a proposal focused on this wiki's topic, please download this document:
Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. (1st edition). San Francisco, CA: Jossey-Bass. This book provides research, data and experiences from the author in regards to understanding and improving math education.
Cooper, H. (2001). The battle over homework: Common ground for administrators, teachers, and parents. (2nd edition). Thousand Oaks, CA: Corwin Press, Inc. This book provides research and data in regards to understanding and improving math homework.
Denisco, A. (2013, Jan 15). Homework or not? That is the (research) question. Weighing the conflicting evidence. District Administration. Retrieved from:https://www.districtadministration.com/article/homework-or-not-research-question This article provides an analysis of research regarding the effectiveness of homework.
Greenfeld, K.T. (2013, October). My daughter’s homework is killing me: What happens when a father, alarmed by his 13-year old daughter’s nightly workload, tries to do her homework for a week. The Atlantic. Retrieved from: https://www.theatlantic.com/magazine/archive/2013/10/my-daughters-homework-is-killing-me/309514/ This article accounts a parent’s experience attempting their daughter’s homework for a week.
Reilly, K. (2016, Aug 30). Is homework good for kids? Here’s what the research says. Time Magazine. Retrieved from: http://time.com/4466390/homework-debate-research/ This article provides an analysis of research regarding the effectiveness of homework.
Woolfolk, A. (2016). Education Psychology. (13th edition). Pearson Education, Inc. This textbook discusses varying aspects of education through a psychological lens.
Effective and Equitable: Is Math Homework Hurting Student Achievement
Overview
Homework is a mainstay of education. Being sent home with problems to exercise your mathematical abilities was common place for most of the people who have gone through high school. One’s experience with math homework varies from person to person and depends on a variety of factors, such as: time, responsibilities outside school, other homework assignments and available resources. This has brought into question the effectiveness of mathematics homework and even its efficacy. This has been a growing debate for several years. Dr. Harris Cooper, a Duke University professor working in the department of Psychology and Neuroscience, published a book titled, The Battle Over Homework in 1994. The book discussed the climate of mathematical homework, its effectiveness, and methods of making mathematical homework more effective. A clear advocate for homework’s usefulness in the classroom. Meanwhile, arguing against homework has been the mathematics education professor at Stanford University, Dr. Jo Boaler. Boaler, has written several books on teaching mathematics and claims that the implementation of homework only increases inequity, and should be discontinued in teaching.
In 2015, the Program for International Student Assessment (PISA), using a data set of 13 million students, observed no difference in the achievement of students who were given homework versus students who were not (Boaler, 2016). Two researchers, Baker and LeTendre (2015), compared standardized math scores across different countries, finding no positive correlation between frequency of homework and achievement (Boaler, 2016). Further, academic research has even suggested that homework has a negative effect on achievement (Boaler, 2016); but how could this be the case? Imagine a student being given a math assignment, which may require the use of a graphing calculator. What if a student doesn’t have a calculator? What if they don’t have access to internet to use an online calculator? These situations are present, even in more affluent schools and can severely widen the learning gap. Thus, due to a lack of available resources, students from less-privileged schools, areas, and households may be left with an unfair disadvantage (Boaler, 2016). Further, this can turn homework into a source of unwanted stress and frustration. Boaler, even discusses the effect this can have on younger students and time they have to spend with their families. Some families barely get to have two hour together during the week. One parent, Karl Greenfeld attempted to do his daughters homework for a week, writing that multiple nights they would work for 3 hours or more (Greenfeld, 2013). Unfortunately, not all students have parents who have the time or knowledge to assist with their homework. As such, not only can it be argued that homework perpetuates inequity, but it also can weaken familial bonds.
Teachers around the United States have been adopting a no-homework policy. Brandy Young, a second-grade teacher in Texas, went viral when she implemented a no-homework policy (Reilly, 2016). She received praise from parents from all over the country. Entire schools have even adopted a no-homework curriculum. Massachusetts Elementary School decided to go homework-free for the 2016-2017 school year, while an elementary school in New York did the same the year before. Both decisions were met with support from education leaders. One of those leaders, Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the no-homework movement. Vatterott, points out that there is not sufficient proof that homework helps students in elementary (Reilly, 2016). This stance has been backed by research that revealed a weak correlation between homework and achievement for grades below 7th.
Yet, for as much praise as these schools receive, they are also met with a great deal of outrage from parents and educators who feel homework is needed. These people believe homework is a vital necessity and argue that homework simply needs to be assigned with more regard for its effectiveness. Dr. Harris Cooper, applies social and developmental psychology to educational policy issues, homework, school calendars, and after-school programs. Cooper (2017) points out that many have claimed that homework teaches students time management, develops good study habits, and fosters independent learning along with increasing student achievement. Also, those in support of homework argue that most research has investigated the correlation between achievement and the amount of time spent on homework. Meanwhile, there is a positive correlation between effort given to homework and achievement (Cooper, 2001). This correlation is stronger in grades seven to twelve, with little correlation seen in lower grades. This has prompted elementary schools to enact a no-homework policy, which has been a source of much debate. Whereas some leaders in education see this as an indication of homeworks’ ineffectiveness, Cooper still believes that homework has its place in elementary education. He agrees that elementary students don’t need to spend hours working on homework, but should still have some kind of assignment or task to complete at home (Reilly, 2016). Even a weak positive correlation, is still a positive correlation.
Trends/Issue
So, which side is correct? Is homework a damaging, ineffective chore or is it an essential part of our students’ education and development? Well, why can’t it be both? Homework can be an effective tool when utilized correctly. In the late 80’s, there were several studies done that included over 3,300 students, 85 classrooms, 30 schools, and 11 states. Between these studies they established 48 usable comparisons. In 70% of the comparisons, homework seemed to have had a positive effect on achievement (Cooper, 2001). However, when used improperly, homework can be stressful, damaging, and inequitable. Thus, the issue becomes making homework more effective and equitable.
Homework shouldn’t just focus on same-day-content. Homework should be used as an opportunity to practice old content and prepare for upcoming content as well (Cooper, 2001). Students need to be held accountable for completing their work correctly. As such, homework should be graded for accuracy along with completion, with an opportunity for students to correct or revise their work (Woolfolk, 2016). Homework should focus on reinforcing conceptual understanding more than mathematical procedures. This can be done by assigning reflection questions or other assignments than require students to think more deeply about the content. These will increase the quality of homework, but that still leaves the issue of equity. Since not all students have access to the same resources, no assignments should require the use of technology (i.e., computers, graphing calculators, internet, etc.). Further, to allow those living in a less stable environment an opportunity to complete their work, assignments should be short. High school students can work between approximately 90-150 minutes before homework begins to have a diminishing return (Denisco, 2013). Not all students have this much time to devote to work. A student living in a hectic household will be more able to complete an assignment that takes 20 minutes as opposed to an hour.
The debate on homework will not be ending anytime soon. Many schools still include homework as part of their policy, much tom the dismay of the parents. Yet, even with more schools adopting a no-homework policy, they too are met with resistance from parents and educators. For all the research that says that homework is effective, there are just as many studies that say they are. There are no clear answers or solutions when it comes to homework. Therefore, it is the responsibility of any educator who uses homework to make sure homework it is effective and equitable by taking the aforementioned steps.
To read a proposal focused on this wiki's topic, please download this document:
References:
Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. (1st edition). San Francisco, CA: Jossey-Bass. This book provides research, data and experiences from the author in regards to understanding and improving math education.
Cooper, H. (2001). The battle over homework: Common ground for administrators, teachers, and parents. (2nd edition). Thousand Oaks, CA: Corwin Press, Inc. This book provides research and data in regards to understanding and improving math homework.
Denisco, A. (2013, Jan 15). Homework or not? That is the (research) question. Weighing the conflicting evidence. District Administration. Retrieved from:https://www.districtadministration.com/article/homework-or-not-research-question This article provides an analysis of research regarding the effectiveness of homework.
Greenfeld, K.T. (2013, October). My daughter’s homework is killing me: What happens when a father, alarmed by his 13-year old daughter’s nightly workload, tries to do her homework for a week. The Atlantic. Retrieved from: https://www.theatlantic.com/magazine/archive/2013/10/my-daughters-homework-is-killing-me/309514/ This article accounts a parent’s experience attempting their daughter’s homework for a week.
Reilly, K. (2016, Aug 30). Is homework good for kids? Here’s what the research says. Time Magazine. Retrieved from: http://time.com/4466390/homework-debate-research/ This article provides an analysis of research regarding the effectiveness of homework.
Woolfolk, A. (2016). Education Psychology. (13th edition). Pearson Education, Inc. This textbook discusses varying aspects of education through a psychological lens.